UNIVERSITY OF MAINE AT FARMINGTON COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
Teacher’s Name: Mr. Devin C. Boilard Lesson: #5 Facet: Application Grade Level: 9-Diploma Numbers of Days: Four Days Topic: LEADERS OF THE REVOLUTION
PART I:
Objectives Scholars will understand that though a journey of growth, the French Revolution was riddled with moments of regression. Scholars will be able to exhibit an understanding of the shifts that occurred within the French Revolution. Scholars will know: Louis XVI, Maximilien Robespierre, Napoleon Bonaparte, French Monarchy, The Directory, and The French Empire.
Product: Skype
Maine Learning Results (MLR) Content Area: Social Studies Standard Label: E. History Standard: E1 Historical Knowledge, Concepts, Themes, and Patterns Grade Level Span: Grades 9-Diploma, "The Early Modern World, 1450-1800" Students understand major eras, major enduring themes, and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World. Performance Indicators: A,B,C,D
Rationale: Scholars will interact with French citizens during this debate, in preparation they will have to interoperate the French Revolution from the unique perspective of those whose history we learn about. Scholars will have to analyze the influences of the French perspective and how those perspectives differ from those in the United States.
Assessments Formative (Assessment for Learning): Section I – checking for understanding during instruction Scholars will submit an exit ticket to inform me of a particular part of the debate they are experiencing the most difficulty with and how I might assist them.
Section II – timely feedback for products (self, peer, teacher) Debate: Scholars will assess their own work using an assigned rubric that outlines the qualities and key features of exemplary work. I will fill-out the same rubric while independently reviewing the debates and write additional comments; scholars will receive this feedback via e-mail within 2 days.
Summative (Assessment of Learning): Skype: Scholars will partake in a parliamentary style debate against a French History class located in France. Scholars will be able to choose a specific topic they are interested in focusing their debate on, pairs will be determined through a common interest in a debate topic.
Integration Technology: Technology will be integrated through Skype, this technology will allow scholars to actively interact with individuals located in France. The technology will allow scholars the opportunity to examine the real world effects of the revolution and gather a unique perspective on the events that form the French Revolution.
Content Areas:
English: Scholars will be required to use creative writing skills as well as showcase their ability to persuade.
Groupings Section I - Graphic Organizer & Cooperative Learning used during instruction Scholars will use Inspiration software to establish an outline of the leaders of the French Revolution; this will be paired with a Prezi presentation that will supply the information that should be recorded. Scholars will save and print both the outline and accompanying documents. In the form of backup or to hinder particular scholars from the distraction of the Internet a Flow Chart graphic organizer will be supplied. Scholars will participate in a Fishbowl activity, which will require them to discuss and debate with their peers. Scholars will self select a specific government to examine: the Monarchy, the Directory, or the Empire. Scholars will evaluate their assigned government based off the quality of life of it provided the French citizens. After each discussion the group will select one representative to participate in the final round. The final round will involve a debate of which government provided the highest quality of life.
Section II – Groups and Roles for Product Scholars will be paired for the debate with a student from a class abroad, pairs will be determined through common interest in debate topic. Scholars will be assessed individually for this assignment. Scholars will select which government they will discuss during the Fish Bowl activity.
Differentiated Instruction Verbal: Via Skype, students will debate against a student of their same age who lives in France. Logic: Scholars will use a flow chart to map the political leaders that assumed control during the French revolution. Visual: Scholars will watch an introductory video of the class we will interact with for the debate. Interpersonal: Scholars will participate on a Fish Bowl activity. Intrapersonal:Scholars will submit an exit ticket to inform me of a particular part of the debate they are experiencing the most difficulty with and how I might assist them.
Modifications/Accommodations From IEP’s (Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Plan for accommodating absent students: Scholars that have occurred an absence will have the opportunity to reference the class Wiki to gain knowledge of what was gone over and discussed in class. Scholars will have the opportunity to participate in the Skype debate from remote access. Additional online resources will be listed to allow students to self explore the topics.
Extensions Type II technology: Technology will be integrated through Skype, this technology will allow scholars to actively interact with individuals located in France. The technology will allow scholars the opportunity to examine the real world effects of the revolution and gather a unique perspective on the events that form the French Revolution. Scholars will use Inspiration software to outline the leaders of the French Revolution.
Gifted Students: Gifted students will have the opportunity to challenge themselves through their selection of debate topic and by how extensively they research and prepare themselves for their debate.
PART II: Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan) Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages)
Agenda Day One:
Hook: Class Introduction – Video. (5mins)
Project Mission Introduction: Debate
Mission Overview. (10mins)
Topic Selection. (15mins)
Video: Film Class Introduction Reply. (20mins)
Prezi: Leaders of the Revolution/Inspiration/Flow Chart. (30mins)
Top Secret Mission: “Find and read a source that pertains to your chosen government for the Fish Bowl, bring citation.” Due: Next Class (1day).
Day Two:
Fish Bowl: “under whose control, out of Louis XVI, Maximilien Robespierre, and Napoleon, did the French citizens have the best quality of life?” (30mins)
Debate:
Topic announcements. (5mins)
Research. (40mins)
Exit Ticket: “What particular part of the debate they are experiencing the most difficulty with and how I might assist you?”
Day Three:
Discussion: “How are scholars in France taught about the French Revolution?” (25mins)
Debate: Research. (55mins)
Day Four: Last Day
Project Mission: Final Debates. (80mins)
Write a thank you note to your partner when finished.
Classroom Arrangement: The desks will be arranged in groups of four.
Scholars will understand that though a journey of growth, the French Revolution was riddled with moment of regression. Scholars will use the knowledge gained to understand how the flaws of man corrupt government but human ideals fight to override them. Students understand major eras, major enduring themes, and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World. Scholars will be hooked by watching an introductory video of the class we will be interacting with for the debate. Where, Why, What, Hook, Tailor: Verbal, Visual.
Students will know: Louis XVI, Maximilien Robespierre, Napoleon Bonaparte, French Monarchy, The Directory, The French Empire. Scholars will use Inspiration software to establish an outline of the leaders of the French Revolution; this will be paired with a Prezi presentation that will supply the information that should be recorded. Scholars will save and print both the outline and accompanying documents. In the form of backup or to hinder particular scholars from the distraction of the Internet a Flow Chart graphic organizer will be supplied. Scholars will participate in a Fishbowl activity, which will require them to discuss and debate with their peers. Scholars will choose a specific government to examine: the Monarchy, the Directory, or the Empire. Scholars will evaluate their chosen government based off the quality of life of it provided the French citizens. After each discussion the group will select one representative to participate in the final round. The final round will involve a debate of which government provided the highest quality of life. Scholars will submit an exit ticket to inform me of a particular part of the debate they are experiencing the most difficulty with and how I might assist them. Equip, Explore, Rethink, Tailors: Interpersonal, Verbal, Intrapersonal, Interpersonal.
Scholars will interact with French citizens during this debate, in preparation they will have to interoperate the French Revolution from the unique perspective of those whose history we learn about. Scholars will have to analyze the influences of the French perspective and how those perspectives differ from those in the United States. Scholars will have to utilize the knowledge that they have acquired over the course of the unit in order to succeed in their debate. Scholars will be paired for the debate with a student from a class abroad, pairs will be determined through common interest in debate topic. Scholars will be assessed individually for this assignment. Scholars will select which government they will discuss during the Fish Bowl activity. Explore, Experience, Rethink, Revise, Refine, Tailors: Verbal, Interpersonal, Intrapersonal, Logical, Visual.
Scholars will assess their own work using an assigned rubric that outlines the qualities and key features of exemplary work. I will fill-out the same rubric while independently reviewing the debates and write additional comments; scholars will receive this feedback via e-mail within 2 days. Evaluate, Tailors: Visual, Logical, Intrapersonal.
Content Notes
Louis XVI: Louis XVI, grandson of Louis XV, became Dauphin in 1765 and king in 1774 at the age of 20. His tutor, the duc de Vauguyon, gave him a very complete education but did not prepare him in a practical way for the exercise of power, as he was only the third son of the royal family. He became heir to the throne after the death of his two elder brothers. Louis XVI studied history, geography, science, law, Latin and Greek as well as modern languages. Fénelon and the Enlightenment philosophers who demonstrated that the nation is distinct from the King, an idea opposed to the traditional conception of the French monarchy, influenced his political thinking. When he became king, Louis XVI did not keep the political team of his grandfather Louis XV.
Maximilien Robespierre: Maximilien was born on May 6, 1758 of Irish decent. He was elected to the Estates General in 1789. He attached himself to the extreme left wing, and soon commanded attention. His influence grew daily, and the mob frantically admired his earnest cant and his boasted incorruptibility. However, as his power increased, his popularity waned and he was eventually sentenced to death by.
Napoleon Bonaparte: Napoleon Bonaparte was born on August 15, 1769 in Corsica into a gentry family. Educated at military school, he was rapidly promoted and in 1796, was made commander of the French army in Italy. In 1798, Napoleon conquered Ottoman-ruled Egypt in an attempt to strike at British trade routes with India; he was stranded when the British at the Battle of the Nile destroyed his fleet. Napoleon returned to Paris where the government was in crisis. In a coup d'etat in November 1799, Napoleon became first consul. In 1802, he was made consul for life and two years later, emperor. He oversaw the centralization of government, the creation of the Bank of France, the reinstatement of Roman Catholicism as the state religion and law reform with the Code Napoleon.
The Directory: The Directory was a body of five Directors that held executive power in France following the Convention and preceding the Consulate. The Directory, November 2, 1795 – November 10, 1799), constitutes the second to last stage of the French Revolution. With the establishment of the Directory, the Revolution seemed on the verge of ending. The nation was tired of the violence of the Terror and needed time to recover. Those who wished to restore Louis XVIII of France and the Ancien Régime and those who would have renewed the Reign of Terror were insignificant in number. The possibility of foreign interference had vanished with the failure of the First Coalition. Nevertheless, the four years of the Directory were a time of chronic disquiet and the late atrocities had made goodwill between parties impossible.
The French Empire: The First French Empire,also known as the Greater French Empire or Napoleonic Empire, was the empire of Napoleon I of France. It was the dominant power of much of continental Europe at the beginning of the 19th century.
Handouts
Flow Chart diagram graphic organizer - 25 copies
Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Learning Styles Clipboard: Clipboards will find comfort in the Class Wiki which outlines activities and mission specifics for the enter unit. Additionally each project mission, though open ended with its topic, will be introduced with clarity and detail.
Microscope: The summative assessment for this lesson plan will allow scholars to explore topics to whatever breadth or depth they please.
Puppy: I have asked that all scholars communicate with me personally to submit their choice of debate topic. This will allow me an opportunity to touch base with each scholar and get a better understanding of where they stand both academically and personally.
Beach Ball: The project mission assigned for this lesson plan allows for scholar choice in regards to the topic. When it comes to the specific topic of a project mission I value a scholars personal interest, I want them to enjoy themselves when dealing with all matters of school.Beach Balls will love the numerous possibilities it allows them.
Rationale: The overall atmosphere of the class, encouraged through one on one discussions as well as group work, creates an environment where exploration and creativity can take place. The structure of time and strong modes of communication will supply the foundation for learning.
Standard 6 -Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.
Formative: Scholars will participate in a Fishbowl activity, which will require them to discuss and debate with their pees. Scholars will be assigned a specific government to examine the Monarchy, the Directory, or the Empire. Scholars will evaluate their assigned government based off the quality of life of it provided the French citizens. After each discussion the group will select one representative to participate in the final round. The final round will involve a debate of which government provided the highest quality of life.
Summative: Skype: Scholars will partake in a parliamentary style debate against a French History class located in France. Scholars will be able to choose a specific topic they are interested in focusing their debate on, pairs will be determined through a common interest in a debate topic. - (50 Points)
Rationale: The assessments in this lesson allow for expression of knowledge through a range of formats, effectively showing differentiation. The rubric used during the Skype debates will supply a base for subject grading and give proper guidelines to scholars as to what is expected of them.
Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Content Knowledge: (See Content Notes)
Maine Learning Results: Content Area: Social Studies Standard Label: E. History Standard: E1 Historical Knowledge, Concepts, Themes, and Patterns Grade Level Span: Grades 9-Diploma, "The Early Modern World, 1450-1800" Students understand major eras, major enduring themes, and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World. Performance Indicators: A,B,C,D
Facet: Application
Rationale: Scholars will have to utilize the knowledge that they have acquired over the course of the unit in order to succeed in their debate. Standard 8 -Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
MI Strategies: Verbal: Via Skype, students will debate against a student of their same age who lives in France. Logic: Scholars will use a flow chart to map the political leaders that assumed control during the French revolution. Visual: Scholars will watch an introductory video of the class we will interact with for the debate. Interpersonal: Scholars will participate on a Fish Bowl activity. Intrapersonal:Scholars will submit an exit ticket to inform me of a particular part of the debate they are experiencing the most difficulty with and how I might assist them.
Type II Technology: Technology will be integrated through Skype, this technology will allow scholars to actively interact with individuals located in France. The technology will allow scholars the opportunity to examine the real world effects of the revolution and gather a unique perspective on the events that form the French Revolution. Scholars will use Inspiration software to outline the leaders of the French Revolution.
Rationale: The use of Skype will allow scholars to actively interact with individuals located in France. The technology will allow scholars the opportunity to examine the real world effects of the revolution and gather a unique perspective on the events that form the French Revolution.
NETS STANDARDS FOR TEACHERS 1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Rationale: Scholars will show creativity in the choices they make in their debate we well as exhibit their ability to collaborate with their peers to produce a reflective piece of work.
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S. a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
Rationale: This lesson plan is rich in differentiation in both how students are assessed and asked to learn, allowing for equal opportunity of expression for all learners. Rich learning environments are created and supported thanks to the integration of technology
UNIVERSITY OF MAINE AT FARMINGTON
COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
Teacher’s Name: Mr. Devin C. Boilard Lesson: #5 Facet: Application
Grade Level: 9-Diploma Numbers of Days: Four Days
Topic: LEADERS OF THE REVOLUTION
PART I:
Objectives
Scholars will understand that though a journey of growth, the French Revolution was riddled with moments of regression. Scholars will be able to exhibit an understanding of the shifts that occurred within the French Revolution. Scholars will know: Louis XVI, Maximilien Robespierre, Napoleon Bonaparte, French Monarchy, The Directory, and The French Empire.
Product: Skype
Maine Learning Results (MLR)
Content Area: Social Studies
Standard Label: E. History
Standard: E1 Historical Knowledge, Concepts, Themes, and Patterns
Grade Level Span: Grades 9-Diploma, "The Early Modern World, 1450-1800"
Students understand major eras, major enduring themes, and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World.
Performance Indicators: A,B,C,D
Rationale: Scholars will interact with French citizens during this debate, in preparation they will have to interoperate the French Revolution from the unique perspective of those whose history we learn about. Scholars will have to analyze the influences of the French perspective and how those perspectives differ from those in the United States.
Assessments
Formative (Assessment for Learning):
Section I – checking for understanding during instruction
Scholars will submit an exit ticket to inform me of a particular part of the debate they are experiencing the most difficulty with and how I might assist them.
Section II – timely feedback for products (self, peer, teacher)
Debate: Scholars will assess their own work using an assigned rubric that outlines the qualities and key features of exemplary work. I will fill-out the same rubric while independently reviewing the debates and write additional comments; scholars will receive this feedback via e-mail within 2 days.
Summative (Assessment of Learning):
Skype: Scholars will partake in a parliamentary style debate against a French History class located in France. Scholars will be able to choose a specific topic they are interested in focusing their debate on, pairs will be determined through a common interest in a debate topic.
Integration
Technology:
Technology will be integrated through Skype, this technology will allow scholars to actively interact with individuals located in France. The technology will allow scholars the opportunity to examine the real world effects of the revolution and gather a unique perspective on the events that form the French Revolution.
Content Areas:
Groupings
Section I - Graphic Organizer & Cooperative Learning used during instruction
Scholars will use Inspiration software to establish an outline of the leaders of the French Revolution; this will be paired with a Prezi presentation that will supply the information that should be recorded. Scholars will save and print both the outline and accompanying documents. In the form of backup or to hinder particular scholars from the distraction of the Internet a Flow Chart graphic organizer will be supplied. Scholars will participate in a Fishbowl activity, which will require them to discuss and debate with their peers. Scholars will self select a specific government to examine: the Monarchy, the Directory, or the Empire. Scholars will evaluate their assigned government based off the quality of life of it provided the French citizens. After each discussion the group will select one representative to participate in the final round. The final round will involve a debate of which government provided the highest quality of life.
Section II – Groups and Roles for Product
Scholars will be paired for the debate with a student from a class abroad, pairs will be determined through common interest in debate topic. Scholars will be assessed individually for this assignment. Scholars will select which government they will discuss during the Fish Bowl activity.
Differentiated Instruction
Verbal: Via Skype, students will debate against a student of their same age who lives in France.
Logic: Scholars will use a flow chart to map the political leaders that assumed control during the French revolution.
Visual: Scholars will watch an introductory video of the class we will interact with for the debate.
Interpersonal: Scholars will participate on a Fish Bowl activity.
Intrapersonal:Scholars will submit an exit ticket to inform me of a particular part of the debate they are experiencing the most difficulty with and how I might assist them.
Modifications/Accommodations
From IEP’s (Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Plan for accommodating absent students:
Scholars that have occurred an absence will have the opportunity to reference the class Wiki to gain knowledge of what was gone over and discussed in class. Scholars will have the opportunity to participate in the Skype debate from remote access. Additional online resources will be listed to allow students to self explore the topics.
Extensions
Type II technology:
Technology will be integrated through Skype, this technology will allow scholars to actively interact with individuals located in France. The technology will allow scholars the opportunity to examine the real world effects of the revolution and gather a unique perspective on the events that form the French Revolution. Scholars will use Inspiration software to outline the leaders of the French Revolution.
Gifted Students:
Gifted students will have the opportunity to challenge themselves through their selection of debate topic and by how extensively they research and prepare themselves for their debate.
Materials, Resources and Technology
Source for Lesson Plan and Research
- General
- Class Wiki: www.wikispaces.com
- Skype: http://www.skype.com/en/
- Graphic Organizer
- Flow Chart: http://www.eduplace.com/graphicorganizer/pdf/flow.pdf
- CooperativeLearning:
- Fish Bowl: http://w4.nkcsd.k12.mo.us/~kcofer/social_cooperative_structures.htm
- Debate: http://www.csun.edu/~dgw61315/debformats.html#Parliamentary
- Resources for Absent Scholars:
- Class Wiki: www.wikispaces.com
Governments:- Louis XVI’s Court: http://en.chateauversailles.fr/history/court-people/louis-xvi-time/louis-xvi
- Directory: http://en.wikipedia.org/wiki/French_Directory
- Napoleonic Empire: http://en.wikipedia.org/wiki/First_French_Empire
People:PART II:
Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan) Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages)
Agenda
Day One:
- Prezi: Leaders of the Revolution/Inspiration/Flow Chart. (30mins)
Top Secret Mission: “Find and read a source that pertains to your chosen government for the Fish Bowl, bring citation.” Due: Next Class (1day).Day Two:
Day Three:
Day Four: Last Day
Classroom Arrangement: The desks will be arranged in groups of four.
Scholars will understand that though a journey of growth, the French Revolution was riddled with moment of regression. Scholars will use the knowledge gained to understand how the flaws of man corrupt government but human ideals fight to override them. Students understand major eras, major enduring themes, and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World. Scholars will be hooked by watching an introductory video of the class we will be interacting with for the debate.
Where, Why, What, Hook, Tailor: Verbal, Visual.
Students will know: Louis XVI, Maximilien Robespierre, Napoleon Bonaparte, French Monarchy, The Directory, The French Empire. Scholars will use Inspiration software to establish an outline of the leaders of the French Revolution; this will be paired with a Prezi presentation that will supply the information that should be recorded. Scholars will save and print both the outline and accompanying documents. In the form of backup or to hinder particular scholars from the distraction of the Internet a Flow Chart graphic organizer will be supplied. Scholars will participate in a Fishbowl activity, which will require them to discuss and debate with their peers. Scholars will choose a specific government to examine: the Monarchy, the Directory, or the Empire. Scholars will evaluate their chosen government based off the quality of life of it provided the French citizens. After each discussion the group will select one representative to participate in the final round. The final round will involve a debate of which government provided the highest quality of life. Scholars will submit an exit ticket to inform me of a particular part of the debate they are experiencing the most difficulty with and how I might assist them.
Equip, Explore, Rethink, Tailors: Interpersonal, Verbal, Intrapersonal, Interpersonal.
Scholars will interact with French citizens during this debate, in preparation they will have to interoperate the French Revolution from the unique perspective of those whose history we learn about. Scholars will have to analyze the influences of the French perspective and how those perspectives differ from those in the United States. Scholars will have to utilize the knowledge that they have acquired over the course of the unit in order to succeed in their debate. Scholars will be paired for the debate with a student from a class abroad, pairs will be determined through common interest in debate topic. Scholars will be assessed individually for this assignment. Scholars will select which government they will discuss during the Fish Bowl activity.
Explore, Experience, Rethink, Revise, Refine, Tailors: Verbal, Interpersonal, Intrapersonal, Logical, Visual.
Scholars will assess their own work using an assigned rubric that outlines the qualities and key features of exemplary work. I will fill-out the same rubric while independently reviewing the debates and write additional comments; scholars will receive this feedback via e-mail within 2 days.
Evaluate, Tailors: Visual, Logical, Intrapersonal.
Content Notes
Handouts
Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale
Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Learning Styles
Clipboard: Clipboards will find comfort in the Class Wiki which outlines activities and mission specifics for the enter unit. Additionally each project mission, though open ended with its topic, will be introduced with clarity and detail.
Microscope: The summative assessment for this lesson plan will allow scholars to explore topics to whatever breadth or depth they please.
Puppy: I have asked that all scholars communicate with me personally to submit their choice of debate topic. This will allow me an opportunity to touch base with each scholar and get a better understanding of where they stand both academically and personally.
Beach Ball: The project mission assigned for this lesson plan allows for scholar choice in regards to the topic. When it comes to the specific topic of a project mission I value a scholars personal interest, I want them to enjoy themselves when dealing with all matters of school.Beach Balls will love the numerous possibilities it allows them.
Rationale: The overall atmosphere of the class, encouraged through one on one discussions as well as group work, creates an environment where exploration and creativity can take place. The structure of time and strong modes of communication will supply the foundation for learning.
Standard 6 - Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.
Formative:
Scholars will participate in a Fishbowl activity, which will require them to discuss and debate with their pees. Scholars will be assigned a specific government to examine the Monarchy, the Directory, or the Empire. Scholars will evaluate their assigned government based off the quality of life of it provided the French citizens. After each discussion the group will select one representative to participate in the final round. The final round will involve a debate of which government provided the highest quality of life.
Summative:
Skype: Scholars will partake in a parliamentary style debate against a French History class located in France. Scholars will be able to choose a specific topic they are interested in focusing their debate on, pairs will be determined through a common interest in a debate topic. - (50 Points)
Rationale:
The assessments in this lesson allow for expression of knowledge through a range of formats, effectively showing differentiation. The rubric used during the Skype debates will supply a base for subject grading and give proper guidelines to scholars as to what is expected of them.
Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Content Knowledge:
(See Content Notes)
Maine Learning Results:
Content Area: Social Studies
Standard Label: E. History
Standard: E1 Historical Knowledge, Concepts, Themes, and Patterns
Grade Level Span: Grades 9-Diploma, "The Early Modern World, 1450-1800"
Students understand major eras, major enduring themes, and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World.
Performance Indicators: A,B,C,D
Facet: Application
Rationale: Scholars will have to utilize the knowledge that they have acquired over the course of the unit in order to succeed in their debate.
Standard 8 - Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
MI Strategies:
Verbal: Via Skype, students will debate against a student of their same age who lives in France.
Logic: Scholars will use a flow chart to map the political leaders that assumed control during the French revolution.
Visual: Scholars will watch an introductory video of the class we will interact with for the debate.
Interpersonal: Scholars will participate on a Fish Bowl activity.
Intrapersonal:Scholars will submit an exit ticket to inform me of a particular part of the debate they are experiencing the most difficulty with and how I might assist them.
Type II Technology:
Technology will be integrated through Skype, this technology will allow scholars to actively interact with individuals located in France. The technology will allow scholars the opportunity to examine the real world effects of the revolution and gather a unique perspective on the events that form the French Revolution. Scholars will use Inspiration software to outline the leaders of the French Revolution.
Rationale:
The use of Skype will allow scholars to actively interact with individuals located in France. The technology will allow scholars the opportunity to examine the real world effects of the revolution and gather a unique perspective on the events that form the French Revolution.
NETS STANDARDS FOR TEACHERS
1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Rationale:
Scholars will show creativity in the choices they make in their debate we well as exhibit their ability to collaborate with their peers to produce a reflective piece of work.
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
Rationale:
This lesson plan is rich in differentiation in both how students are assessed and asked to learn, allowing for equal opportunity of expression for all learners. Rich learning environments are created and supported thanks to the integration of technology